Although it is widely held that pedagogical pluralism could transform urban economics education, to date, it remains unclear how urban economics students actually experience pluralism. Drawing on a range of evidence, including subject outlines, surveys, and student debates, this paper shows that pedagogical pluralism in urban economics education could substantially enhance the quality of student learning in terms of developing their critical thinking skills, increasing their awareness of, and strengthening their personal commitment to social justice. Pedagogical pluralism in urban economics education could, therefore, contribute to nurturing a new cadre of economists whose repertoire of concerns includes citizenship.

尽管人们普遍认为教育多元化可以改变城市经济学教育，但迄今为止，仍不清楚城市经济学学生如何实际体验多元主义。借助包括主题概述，调查和学生辩论在内的一系列证据，本文表明，城市经济学教育中的教学多元化可以从发展学生的批判性思维技能，提高他们的意识和认识等方面大大提高学生的学习质量。加强他们对社会正义的个人承诺。因此，城市经济学教育中的教学多元化可能有助于培养新的经济学家干部，这些干部的关注点包括公民身份。